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Current and future economic leaders are among the most critical actors in launching and guiding the transition towards a sustainable economy and society; preparing them for this responsibility falls to higher education institutions, especially business schools. In this paper, the authors analyse the external communication of 100 highly ranked business schools to understand how they incorporate the issue of sustainability. Moreover, they also aim to delineate the relationship between their understanding of sustainability and the futures they present. The findings show that in education-related texts, almost half of institutions fail to touch on the issue of sustainability at all, while the other half narrow down the concept to its economic aspects. They also show that a neoliberal worldview is more dominant in the corpus, and that the only aspects of sustainability emphasised by business schools are those which are compatible with this perspective. [ABSTRACT FROM AUTHOR]

Case-based education as part of business and management education was introduced by delivering management best practices to first graduate then undergraduate business students in the United States. Case solving today is a wide-spread educational method in business schools around the world. One of the method’s main advantages is that it simultaneously develops students’ skills in three areas: the application of knowledge in real-world business situations; the ability to perceive business context and connect it with theoretical knowledge; and the development of problem solving and related presentation skills. International academic-based case competitions showcase student performance and signal the quality of their educational background. The Corvinus Business School at the Corvinus University of Budapest (CUB) adopted the US-based business schools case-based education in the 1990s, and since then it has attended international business competitions. This purpose of this paper is to provide a systemic overview of a case-based business and management education, its adaptation for bachelor level programmes and international case competitions in Hungary. The aim is to orient and facilitate further research in this field. [ABSTRACT FROM AUTHOR]

Several studies in the literature of business ethics and corporate social responsibility address the topic of how companies develop codes of ethics or codes of conduct, with the aim of guiding and supporting internal and external stakeholders in ethically questionable situations. Surprisingly, few theoretical and practical works have focused on how business schools, which educate future business actors and universities in general, shape their institutional and organizational practices, including why and how they develop and implement codes of ethics. In this paper, the authors present and analyse the development process of the code of ethics at a Hungarian university, which provides a significant part of business education (Budapest Business School), with special regard to the advantages and disadvantages of the applied methods and tools, as well as the importance of stakeholder involvement. They believe that the development process can offer interesting learning points for large organizations and especially for universities that want to improve their ethical institutional system. [ABSTRACT FROM AUTHOR]